Membangun Kelas yang Hidup dan Interaktif: Implementasi Model Pembelajaran SAVIOR untuk Keterampilan Berbicara Bahasa Inggris
DOI:
https://doi.org/10.56916/ejip.v5i1.2967Keywords:
Model Pembelajaran SAVIOR, Keterampilan Berbicara, Motivasi Belajar, Pragmatisme, Konstruktivisme, Penelitian Tindakan KelasAbstract
Rendahnya keterampilan berbicara bahasa Inggris siswa SMA di Indonesia tetap menjadi tantangan, ditandai dengan keterbatasan kosakata, kurangnya kepercayaan diri, dan minimnya praktik komunikasi autentik. Penelitian ini bertujuan meningkatkan motivasi dan keterampilan berbicara siswa kelas XI melalui penerapan model pembelajaran SAVIOR (Stand and Visitor) yang berlandaskan prinsip pragmatisme dan konstruktivisme sosial. Penelitian Tindakan Kelas dilaksanakan dengan 35 siswa selama dua siklus. Data dikumpulkan melalui pre-test dan post-test lisan, observasi, kuesioner, dan penilaian sejawat. Model SAVIOR melibatkan siswa sebagai penyaji di stand dan pengunjung yang berinteraksi dinamis dalam memaparkan tema kontekstual melalui media poster. Rata-rata nilai tes lisan meningkat dari 74,29 (pre-test) menjadi 81,31 (post-test siklus II), dengan 51,43% siswa mencapai nilai minimal 78. Hasil penilaian sejawat menunjukkan 100% siswa mencapai nilai minimal dengan rata-rata 82,57 pada siklus II. Hasil kuesioner mengindikasikan peningkatan signifikan kepercayaan diri (dari 31,43% menjadi 85,71%) dan persepsi positif terhadap pembelajaran (dari 34,29% menjadi 88,57%). Model pembelajaran SAVIOR efektif menciptakan pengalaman belajar bermakna, interaktif, dan kontekstual, sehingga meningkatkan motivasi dan keterampilan berbicara siswa.
References
Afrizal, M. (2015). The use of information gap technique to improve students' speaking ability [Unpublished master's thesis]. State University of Padang.
Ahmadi, A. (2020). Filsafat pendidikan dan pembelajaran berkesadaran. Unesa University Press.
Arikunto, S. (2001). Dasar-dasar evaluasi pendidikan. Bumi Aksara.
Badan Standar, Kurikulum Dan Asesmen Pendidikan Kemendikdasmen. (2025). Tentang capaian pembelajaran pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Prentice Hall Regents.
Darmadi, H. (2017). Pengembangan model dan metode pembelajaran dalam dinamika belajar siswa. Deepublish.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Dewey, J. (1938). Experience and education. Macmillan.
Dewitt, D., & Moosavi, Z. (2022). A Systematic Review Of The Issues And Challenges In Developing Efl Learners’speaking Skills. Journal of Issue In Education, 45, 63-76. https://ijie.um.edu.my/index.php/JIIE/article/view/41116
Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Homayouni, M. (2022). Peer assessment in group-oriented classroom contexts: On the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning. Language Testing in Asia, 12(1), 61. https://doi.org/10.1186/s40468-022-00211-3
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
Hung, H. T., Chiu, Y. C., & Yeh, H. C. (2016). Multimodal assessment of and for learning: A theory-driven design rubric. British Journal of Educational Technology, 47(4), 840–854. https://doi.org/10.1111/j.1467-8535.2012.01337.x
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77(6), 668–677. https://doi.org/10.1037/0022-0663.77.6.668
Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19(4), 319–335.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. https://doi.org/10.1017/S0261444817000088
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2016). Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers & Education, 97, 97-115. https://doi.org/10.1016/j.compedu.2016.03.006
Li, J., Huang, J., & Cheng, S. (2022). The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives. Studies in Educational Evaluation, 72, 101120. https://doi.org/10.1016/j.stueduc.2021.101120
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Normawati, A. (2023). How EFL learners perceive grammar in speaking and writing. Journal of English Educational Study (JEES), 6(1), 23-30. https://doi.org/10.31932/jees.v6i1.2208
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Saeid, A. O. (2024). Peer interaction as a tool for English language learning development. International Journal of TESOL & Education, 4(3), 149–162. https://doi.org/10.54855/ijte.24437
Sayuri. (2016). English speaking problems of EFL learners of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1), 47–61. https://doi.org/10.21462/ijefll.v1i1.4
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Strijbos, J. W. (2011). Assessment of (computer-supported) collaborative learning. IEEE Transactions on Learning Technologies, 4(1), 59–73. https://doi.org/10.1109/TLT.2010.37
Suherdi, D. (2021). English language teaching in Indonesia: Theory and practice. UPI Press.
Tarigan, R., & Listyani, L. (2021). Poster Presentation as A Tool to Assess Students’ Academic Speaking Performance: Teachers and Students’ Perspectives. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 11(1), 1-16. https://doi.org/10.26714/lensa.11.1.2021.1-16
Ubaidillah, A. (2020). Pendekatan Pragmatik Dalam Pembelajaran Bahasa Inggris. AL IBTIDA': Jurnal Program Studi Pendidikan Guru Madrasah Ibtidaiyah, 8(2), 1-16. https://ejournal.kopertais4.or.id/mataraman/index.php/alibtida/article/view/4318
Van Le, T. H., Pham, T. T. X., Than, T. H. G., & Nguyen, N. G. H. (2025). Enhancing EFL speaking skills through peer assessment: A case study at Tay Nguyen University. International Journal of TESOL & Education, 5(3), 97-111. https://doi.org/10.54855/ijte.25536
Von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (pp. 162–163). Pergamon Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Washington-Nortey, P. M., Zhang, F., Xu, Y., Ruiz, A. B., Chen, C. C., & Spence, C. (2022). The impact of peer interactions on language development among preschool English language learners: A systematic review. Early Childhood Education Journal, 50(1), 49-59. https://doi.org/10.1007/s10643-020-01126-5
Wegerif, R. (2013). Dialogic: Education for the internet age. Routledge.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Learning Sciences International.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Beni Setyorini, Anas Ahmadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
